Curriculum

for
Second Year of Artificial Intelligence
and Data Science
(2020 Course)
(With effect from 2021-22)

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Faculty of Science and Technology

Savitribai Phule Pune University
Maharashtra, India

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Savitribai Phule Pune University
Second Year of Artificial Intelligence and Data Science (2020 Course)
 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Second Year of Artificial Intelligence and Data Science (2020 Course)
(With effect from Academic Year 2021-22)
Semester-III
Teaching Examination Scheme and
Course
Course Name Scheme Marks Credit Scheme
Code
(Hours/Week)

Mid-Sem
End-Sem
Tutorial

Tutorial
Practical

Practical
Lecture

Lecture
Practical
Oral

Total

Total
Term
work
210241 Discrete Mathematics 03 - - 30 70 - - - 100 03 -- - 03
210242 Fundamentals of Data Structures 03 - - 30 70 - - - 100 03 - - 03
210243 Object Oriented Programming 03 - - 30 70 - - - 100 03 - - 03
(OOP)
210244 Computer Graphics 03 - - 30 70 - - - 100 03 - - 03
217521 Operating Systems 03 - - 30 70 - - - 100 03 - - 03
217522 Data Structures Laboratory - 04 - - - 25 50 - 75 - 02 - 02
217523 OOP and Computer Graphics - 04 - - - 25 25 - 50 - 02 - 02
Laboratory
217524 Operating Systems Laboratory - 02 - - - 25 - - 25 - 01 - 01
217525 Business Communication Skills - 02 - - - 25 - - 25 - 01 - 01
217526 Humanity and Social Science - - 01 - - 25 - - 25 - - 01 01
217527 Audit Course 3 Grade
Total . 15 12 01 150 350 125 75 - 700 - - - -
Total Credit 15 06 01 22
217526: Options for Audit Course 3
Audit Course Audit Course Title
Code
217527-I Green Construction and Design
217527-II Social Awareness and Governance Program
217527-III Environmental Studies
217527-IV Smart Cities
217527-V Foreign Language (one of Japanese/Spanish/French/German). Course contents for
Japanese( Module 1) are provided. For other languages institute may design
suitably.

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Second Year of Artificial Intelligence and Data Science (2020 Course)
(With effect from Academic Year 2021-22)
Semester-IV
Teaching Examination Scheme and
Course
Course Name Scheme Marks Credit Scheme
Code
(Hours/Week)

Mid-Sem
End-Sem
Tutorial

Tutorial
Practical

Practical
Lecture

Lecture
Practical
Oral

Total

Total
Term
work
217528 Statistics 03 - - 30 70 - - - 100 03 -- - 03
217529 Internet of Things 03 - - 30 70 - - - 100 03 - - 03
210252 Data Structures and Algorithms 03 - - 30 70 - - - 100 03 - - 03
210253 Software Engineering 03 - - 30 70 - - - 100 03 - - 03
217530 Management Information System 03 - - 30 70 - - - 100 03 - - 03
217531 Internet of Things Laboratory - 04 - - - 50 25 - 75 - 02 - 02
217532 Data Structures and Algorithms - 04 - - - 25 25 - 50 - 02 - 02
Laboratory
217533 Project Based Learning II - 04 - - - 50 - - 50 - 02 - 02
217534 Code of Conduct - - 01 - - 25 - - 25 - - 01 01
217535 Audit Course 4 Grade
Total . 15 12 01 150 350 150 50 - 700 - - - -
Total Credit 15 06 01 22
217535: Options for Audit Course 4
Audit Course Code Audit Course Title

217535-I Water Management

217535-II Intellectual Property Rights and Patents
217535-III The Science of Happiness
217535-IV Stress Relief: Yoga and Meditation
217535-V Foreign Language (one of Japanese/Spanish/French/German) Course contents
for Japanese( Module 2) are provided. For other languages institute may
design suitably.

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Semester III

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Home
Second Year of Artificial Intelligence and Data Science (2020 Course)
210244: Computer Graphics
Teaching Scheme Credit Scheme Examination Scheme and Marks
Lecture: 03 Hours/Week 03 Mid_Semester(TH): 30 Marks
End_Semester(TH): 70 Marks
Prerequisite Course: Basic Mathematics
Companion Course: 217523: OOP and Computer Graphics Laboratory
Course Objectives:
The Computer Graphics course prepares students for activities involving the design, development, and
testing of modeling, rendering, and animation solutions to a broad variety of problems found in
entertainment, sciences, and engineering.
• Remembering: To acquaint the learner with the basic concepts of Computer Graphics.
• Understanding: To learn the various algorithms for generating and rendering graphical figures.
• Applying: To get familiar with mathematics behind the graphical transformations.
• Understanding: To understand and apply various methods and techniques regarding
projections, animation, shading, illumination and lighting.
• Creating: To generate Interactive graphics using OpenGL.
Course Outcomes:
On completion of the course, learner will be able to–
CO1:Identify the basic terminologies of Computer Graphics and interpret the mathematical
foundation of the concepts of computer graphics.
CO2:Apply mathematics to develop Computer programs for elementary graphic operations.
CO3:Illustrate the concepts of windowing and clipping and apply various algorithms to fill and clip
polygons.
CO4:Understand and apply the core concepts of computer graphics, including transformation in
two and three dimensions, viewing and projection.
CO5:Understand the concepts of color models, lighting, shading models and hidden surface
elimination.
CO6:Create effective programs using concepts of curves, fractals, animation and gaming.
Course Contents
Unit I Graphics Primitives and Scan Conversion (07 Hours)
Algorithms
Introduction, graphics primitives - pixel, resolution, aspect ratio, frame buffer. Display devices,
applications of computer graphics.
Introduction to OpenGL - OpenGL architecture, primitives and attributes, simple modelling and
rendering of two- and three-dimensional geometric objects, GLUT, interaction, events and call-backs
picking. (Simple Interaction with the Mouse and Keyboard)
Scan conversion: Line drawing algorithms: Digital Differential Analyzer (DDA), Bresenham. Circle
drawing algorithms: DDA, Bresenham, and Midpoint.
#Exemplar/Case Studies Study about OpenGL Architecture Review Board (ARB)
*Mapping of Course CO1, CO2
Outcomes for Unit I
Unit II Polygon, Windowing and Clipping (07 Hours)
Polygons: Introduction to polygon, types: convex, concave and complex. Inside test.
Polygon Filling: flood fill, seed fill, scan line fill.
Home

Windowing and clipping: viewing transformations, 2-D clipping: Cohen – Sutherland algorithm line
Clipping algorithm, Sutherland Hodgeman Polygon clipping algorithm, Weiler Atherton Polygon
Clipping algorithm.

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

#Exemplar/Case Studies Study Guard-band clipping Technique and it’s use in various rendering
softwares, Use of 3D pipeline/ polygonal modelling and applications.
*Mapping of Course CO2, CO3
Outcomes for Unit II
Unit III 2D, 3D Transformations and Projections (07 Hours)
2-D transformations: introduction, homogeneous coordinates, 2-D transformations - Translation,
scaling, rotation and shear, rotation about an arbitrary point.
3-D transformations: introduction, 3-D transformations - Translation, scaling, rotation and shear,
rotation about an arbitrary axis.
Projections : Parallel (Oblique: Cavalier, Cabinet and orthographic: isometric, diametric, trimetric) and
Perspective ( Vanishing Points – 1 point, 2 point and 3 point)
#Exemplar/Case Studies Study use of transformations and projections in education and training
software.
*Mapping of Course CO2, CO4
Outcomes for Unit III
Unit IV Light, Colour, Shading and Hidden (07 Hours)
Surfaces
Colour models: Properties of Light, CIE chromaticity Diagram, RGB, HSV, CMY.
Illumination Models: Ambient Light, Diffuse reflection, Specular Reflection, and the Phong model,
Combined diffuse and Specular reflections with multiple light sources, warn model,
Shading Algorithms: Halftone, Gauraud and Phong Shading.
Hidden Surfaces Introduction, Back face detection and removal, Algorithms: Depth buffer (z), Depth
sorts (Painter), Area subdivision (Warnock)
#Exemplar/Case Studies Study any popular graphics designing software
*Mapping of Course CO5
Outcomes for Unit IV
Unit V Curves and Fractals (07 Hours)
Curves: Introduction, Interpolation and Approximation, Blending function, B-Spline curve, Bezier
curve,
Fractals: Introduction, Classification, Fractal generation: snowflake, Triadic curve, Hilbert curve,
Applications.
#Exemplar/Case Studies Case study on measuring the length of coastline using fractals
*Mapping of Course CO2,CO6
Outcomes for Unit V
Unit VI Introduction to Animation and Gaming (07 Hours)
Segment: Introduction, Segment table, Segment creation, closing, deleting and renaming, Visibility.
Animation: Introduction, Conventional and computer based animation, Design of animation sequences,
Animation languages, Key- frame, Morphing, Motion specification.
Gaming: Introduction, Gaming platform (NVIDIA, i8060), Advances in Gaming.
#Exemplar/Case Studies Study of any open source tools- Unity/Maya/Blender
*Mapping of Course CO6
Outcomes for Unit VI

Learning Resources
Home

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Semester IV

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Home
Second Year of Artificial Intelligence and Data Science (2020 Course)
217528 : Statistics
Teaching Scheme: Credit Examination Scheme:
Lecture: 03 Hours/Week 03 Mid_Semester(TH): 30 Marks
End_Semester(TH): 70 Marks
Prerequisite Courses: 210241: Discrete Mathematics
Companion Course: ……
Course Objectives:
• Demonstrate knowledge of probability and the standard statistical distributions.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Identify the use of appropriate statistical terms to describe data
CO2: Use appropriate statistical methods to collect, organize, display, and analyze relevant
data.
CO3: Use distribution functions for random variables
CO4: Distinguish between correlation coefficient and regression
CO5: Understand tests for hypothesis and its significance
Course Contents
Unit I Introduction To Statistics And Sampling Theory (6 Hours)
Statistics: Introduction, Origin and Development of Statistics, Definition, Importance and
Scope, Limitations, Distrust of Statistics
Population and Sample: Sampling –Introduction, Types of Sampling, Purposive Sampling,
Random Sampling, Simple Sampling, Stratified Sampling, Parameter and Statistic, Sampling
Distribution,
Statistical Inference, Sampling With and Without Replacement, Random Samples: Random
Numbers, Population Parameters, Sample Statistics, Sampling Distributions
#Exemplar/Case Studies. Case study of sampling for any real-world problem
like exit poll statistics
Mapping of Course Outcomes for Unit I CO1
Unit II Descriptive Statistics: Measures Of Central (6 Hours)
Tendency
Frequency Distributions and Measures of central Tendency: Frequency Distribution,
Continuous Frequency Distribution, Graphic Representation of a Frequency Distribution,
Histogram, Frequency Polygon, Averages or Measures of Central Tendency or Measures of
Location, Requisites for an Ideal Measure of Central Tendency, Arithmetic Mean, Properties of
Arithmetic Mean, Merits and Demerits of Arithmetic Mean, Weighted Mean, Median, Merits
and Demerits of Median, Mode, Merits and Demerits of Mode, Geometric Mean, Merits and
Demerits of Geometric Mean, Harmonic Mean, Merits and Demerits of Harmonic Mean,
Selection of an Average
#Exemplar/Case Studies. Create Measures of central tendency for a real life
example dataset like the payroll dataset or titanic
dataset etc.
Mapping of Course Outcomes for CO1
Unit II
Unit III Descriptive Statistics: Measures of Dispersion (6 Hours)
Measures of Dispersion, Skewness and Kurtosis: Dispersion, Characteristics for an Ideal
Measure of Dispersion, Measures of Dispersion, Range, Quartile Deviation, Mean Deviation,
Standard Deviation and Root Mean Square Deviation, Coefficient of Dispersion, Coefficient of
Variation, Skewness, Kurtosis
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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Correlation and Regression : Bivariate Distribution, Scatter diagrams, Correlation, Karl

Pearson’s coefficient of correlation, Rank correlation, Regression, Lines of Regression,
Regression Coefficients,
Binomial and multinomial distributions, Poisson distribution, Uniform distribution, Exponential
distribution, Gaussian distribution, Log-normal distribution, Chi-square distribution
#Exemplar/Case Studies. Create measures of dispersion for a real life example
dataset like students dataset , iris detection etc
Mapping of Course Outcomes CO2
for Unit III
Unit IV Random Variables And Probabilty Distributions (8 Hours)
Random Variables and Distribution Functions:
Random Variable, Distribution Function, Properties of Distribution Function, Discrete Random
Variable, Probability Mass Function, Discrete Distribution Function, Continuous Random
Variable, Probability Density Function
Theoretical Discrete Distributions : Bernoulli Distribution, Binomial Distribution, Mean
Deviation about Mean of Binomial Distribution, Mode of Binomial Distribution, Additive
Property of Binomial Distribution, , Characteristic Function of Binomial Distribution,
Cumulants of Binomial Distribution , Poisson Distribution, The Poisson Process, Geometric
Distribution…
#Exemplar/Case Studies. Use Binomial distribution, for the problem of reducing
errors by vendors who process credit‐card applications
for a large credit‐card bank etc.
Mapping of Course Outcomes for CO3
Unit IV
Unit V Inferential Statistics: Hypothesis (6 Hours)
Statistical Inference - Testing of Hypothesis, Non-parametric Methods and Sequential
Analysis:
Introduction, Statistical Hypothesis (Simple and-Composite), Test of a Statistical Hypothesis,
Null Hypothesis, Alternative Hypothesis, Critical Region, Two Types of Errors, level of
Significance, Power of the Test
#Exemplar/Case Studies. Hypothesis Testing for examples like: Dieters lose
more fat than the exercisers, New medicine testing
Mapping of Course Outcomes for CO4
Unit V
Unit VI Inferential Statistics: Tests For Hypothesis (8 Hours)
Steps in Solving Testing of Hypothesis Problem, Optimum Tests Under Different Situations,
Most Powerful Test (MP Test), Uniformly Most Powerful Test, likelihood Ratio Test,
Properties of Likelihood Ratio Test, Test for the Mean of a Normal Population, Test for the
Equality of Means of Two Normal Populations, Test for the Equality of -Means of Several
Normal Populations, Test for the Variance of a Normal Population, Test for Equality of
Variances of two Normal Populations, Non-parametric Methods, Advantages and
Disadvantages of Non-parametric Methods
#Exemplar/Case Studies. Study hypothesis testing for any examples like

To determine whether the female proportion of the

adult population is high or any similar example

Mapping of Course Outcomes for CO5

Unit VI
Learning Resources

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Text Books:
1. S. C. Gupta, V. K. Kapoor, “Fundamentals of Mathematical Statistics (A Modern
Approach)”, Sultan Chand & Sons Educational Publishers, Tenth revised edition, ISBN:
81-7014-791-3
2. J. Medhi, “Statistical Methods: An Introductory Text”, Second Edition, New Age
International Ltd, ISBN: 8122419577
Reference Books:
1. Glen Cowan, “ Statistical Data Analysis” , University Of Siegen, Clarendon Press,
Oxford, 1998, ISBN: 0198501552
2. Ken Black, “Applied Business Statistics”, Wiley, 7th Edition, ISBN: 9788126537075

e-Books:
1. https://www.itl.nist.gov/div898/handbook/
2. https://web.stanford.edu/~hastie/ElemStatLearn/index.html
MOOC Courses:
1. Introduction to Probability and Statistics
https://onlinecourses.nptel.ac.in/noc20_ma22/preview
2. Introduction to Data Analytics
https://nptel.ac.in/courses/110/106/110106072/
@The CO-PO mapping table
PO PO PO PO PO PO1
PO PO1 PO3 PO8 PO9 PO10 PO12
2 4 5 6 7 1
CO1 1 - - - - - - - - - - -
CO2 1 - - - - - - - - - - -
CO3 1 1 - 1 - - - - - - - -
CO4 1 - 1 1 - - - - - - 1 -
CO5 1 - 1 1 - - - - - - 1 1

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Second Year of Artificial Intelligence and Data Science (2020 Course)
217529: Internet of Things
Teaching Scheme: Credit Examination Scheme:
Lecture: 03 Hours/Week 03 Mid_Semester(TH): 30 Marks
End_Semester(TH): 70 Marks
Prerequisite Courses: 110005: Programming and Problem Solving
Companion Course: 217531: Internet of Things Laboratory
Course Objectives:
● Understand the Basic Digital Electronics and microprocessors.
● To introduce students with the architecture and operation of typical microprocessors and
microcontrollers and its interfacing
● Understand the definition and significance of the Internet of Things.
● Interface and deploy analog and digital sensors.
● To learn real world application scenarios of IoT along with its societal and economic impact
using case studies.

Course Outcomes:
On completion of the course, learner will be able to–
CO1: Have a thorough understanding of the structure, function and characteristics of computer
systems and Understand the structure of various number systems and its application in
digital design.
CO2: Develop the skill set to build IoT systems and sensor interfacing.
CO3: Explain the concept of Internet of Things and identify the technologies that make up the
internet of things
CO4: Analyze trade-offs in interconnected wireless embedded device networks. Select
Appropriate Protocols for IoT Solutions
CO5: Design a simple IoT system comprising sensors by analyzing the requirements of IoT
Application
CO6: Identify the Application of IoT in automation of Commercial and Real World examples
Course Contents
Unit I Fundamentals of Computer Organization & (09 Hours)
Digital Electronics
Basic Organization of Computers, Classification Micro, Mini, Mainframe and Super Computer. System Bus and
Interconnection, PCI, Computer Function, I-Cycle, Interrupt and Class of Interrupts.
Number systems, Decimal Number system, Binary number system, Octal & Hexadecimal number system, 1’s &
2’s complement, Binary Fixed Point Representation.
#Exemplar/Case Studies Various sensors and its internal operation
Mapping of Course Outcomes for Unit CO1
I
Unit II Communication Interface (06 Hours)
Basic Peripherals & their interfacing with 8086/8088, Semiconductor Memory Interfacing-Dynamic RAM
Interfacing-Interfacing I/O ports-PIO-8255, Modes of operation-interfacing Analog-Digital Data converter-
stepper motor interfacing.
#Exemplar/Case Studies Arduino Uno 3
Mapping of Course Outcomes for Unit CO2
II
Unit III Introduction & IOT Technologies behind smart (09 Hours)
and intelligent devices
IoT Concepts, Introduction to IOT Communications, Telemetry vs IOT, Applications of IOT
Communications, People, Processes and Devices.
Automation, asset management, telemetry, transportation, telematics. Telemetry and Telemetric; Report

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University
location, logistics, tracking and remote assistance; Next generation kiosks, self-service technology; Cellular
IOT connectivity services.
#Exemplar/Case Studies Big Data, Cloud Computing
Mapping of Course Outcomes for Unit CO3
III
Unit IV IoT Systems, Network and Protocols (07 Hours)
Study of RF Wireless Sensors; Wireless networks; Wireless Sensor Networking (WSN); Cellular Machine-to-
Machine (M2M) application networks; Computer Connected to Internet; Network Devices; Device
configuration and management; Exchange information in real time without human intervention; IoT Protocols.
#Exemplar/Case Studies RFID, Industry 4.0- IOT
Mapping of Course Outcomes for Unit CO4
IV
Unit V IOT Design and System Engineering (06 Hours)
Discuss IOT Requirements; Hardware & Software; Study of IOT Sensors; Tagging and Tracking; Embedded
Products; IOT Design; SIM Card Technology; IOT Connectivity and Management; IOT Security & IOT
Communication.
#Exemplar/Case Studies ACOEM Eagle – EnOcean Push Button – NEST Sensor –
Ninja Blocks -Focus on Wearable Electronics
Mapping of Course Outcomes for Unit CO5
V
Unit VI IOT Applications (07 Hours)
IOT Verticals; IOT Hosted Services; IOT Application development, IOT Connectivity; IOT Software providers;
Review of various IoT application domains including agriculture, healthcare, manufacturing, device
management, and vehicle to vehicle communication and wearable computing devices.
#Exemplar/Case Studies Rural Development using IOT
Mapping of Course Outcomes for Unit CO6
VI
Learning Resources
Text Books:
1. ArshdeepBahga, Vijay Madisetti, “Internet of Things: A hands-on approach”, Universities Press, ISBN:
0: 0996025510, 13: 978-0996025515.
2. Olivier Hersent, David Boswarthick, Omar Elloumi , “The Internet of Things: Key applications and
Protocols”, Wiley, 2012, ISBN:978-1-119-99435-0
Reference Books:
1. David Hanes, IoT Fundamentals: Networking Technologies, Protocols, and Use Cases for the Internet
of Things, Cisco Press, ISBN-13: 978-1-58714-456-1, ISBN-10: 1-58714-456-5, 2017
2. Olivier Hersent, Omar Elloumi and David Boswarthick, “The Internet of Things: Applications to the
Smart Grid and Building Automation”, Wiley, 2012, 9781119958345 3.
3. Adrian McEwen, Hakim Cassimally, “Designing the Internet of Things”, Wiley, 2014, ISBN: 978-1-
118-43063-7
e-Books: Internet of Things and Access Control: Sensing, Monitoring and Controlling Access in IoT-
Enabled Healthcare Systems (Smart Sensors, Measurement and Instrumentation Book 37), 1st Edition, Kindle
Edition
MOOC Courses: Introduction to IoT (NPTEL) by Prof. Sudip Mishra, IITKGP.
@The CO-PO mapping table
PO1 PO1
PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO12
0 1
CO1 1 - - - - - - - - - - -
CO2 1 2 - - - - - - - - -
CO3 1 - - - - - - - - - - 2
CO4 1 2 - 2 - - - - - - - -
CO5 2 2 - - - - - - - - - -
CO6 1 1 - - - - - - - - - -

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Home
Second Year of Artificial Intelligence and Data Science (2020 Course)
210252: Data Structures and Algorithms
Teaching Scheme: Credit Examination Scheme:
Lecture: 03 Hours/Week 03 Mid_Semester(TH): 30 Marks
End_Semester(TH): 70 Marks
Prerequisite Courses: 110005: Programming and Problem Solving
210242: Fundamentals of Data Structures
Companion Course: 217532: Data Structures and Algorithms Laboratory
Course Objectives:
The course is intended to provide the foundations of the practical implementation and usage of Data
Structures and Algorithms to ensure that the learner evolves into a competent programmer capable of
designing and analyzing implementations of data structures and algorithms for different kinds of
problems.
● To develop a logic for graphical modeling of the real life problems.
● To suggest appropriate data structure and algorithm for graphical solutions of the problems.
● To understand advanced data structures to solve complex problems in various domains.
● To operate on the various structured data
● To build the logic to use appropriate data structure in logical and computational solutions.
● To understand various algorithmic strategies to approach the problem solution.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Identify and articulate the complexity goals and benefits of a good hashing scheme for real-
world applications.
CO2: Apply non-linear data structures for solving problems of various domain.
CO3: Design and specify the operations of a nonlinear-based abstract data type and implement them
in a high-level programming language.
CO4: Analyze the algorithmic solutions for resource requirements and optimization
CO5: Use efficient indexing methods and multiway search techniques to store and maintain data.
CO6: Use appropriate modern tools to understand and analyze the functionalities confined to the
secondary storage.
Course Contents
Unit I Hashing (07 Hours)
Hash Table- Concepts-hash table, hash function, basic operations, bucket, collision, probe, synonym,
overflow, open hashing, closed hashing, perfect hash function, load density, full table, load factor,
rehashing, issues in hashing, hash functions- properties of good hash function, division, multiplication,
extraction, mid-square, folding and universal, Collision resolution strategies- open addressing and
chaining, Hash table overflow- open addressing and chaining, extendible hashing, closed addressing
and separate chaining.
Skip List- representation, searching and operations- insertion, removal
#Exemplar/Case Studies Book Call Number and Dictionary
Mapping of Course Outcomes for Unit CO1, CO4
I
Unit II Trees ( 08 Hours)
Tree- basic terminology, General tree and its representation, representation using sequential and
linked organization, Binary tree- properties, converting tree to binary tree, binary tree
traversals(recursive and non-recursive)- inorder, preorder, post order, depth first and breadth first,
Operations on binary tree. Huffman Tree (Concept and Use), Binary Search Tree (BST), BST
operations, Threaded binary search tree- concepts, threading, insertion and deletion of nodes in in-
order threaded binary search tree, in order traversal of in-order threaded binary search tree.

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

#Exemplar/Case Studies Use of binary tree in expression tree-evaluation and

Huffman's coding
Mapping of Course Outcomes for Unit CO2, CO3,CO4
II
Unit III Graphs ( 07 Hours)
Basic Concepts, Storage representation, Adjacency matrix, adjacency list, adjacency multi list,
inverse adjacency list. Traversals-depth first and breadth first, Minimum spanning Tree, Greedy
algorithms for computing minimum spanning tree- Prims and Kruskal Algorithms, Dikjtra's Single
source shortest path, All pairs shortest paths- Flyod-Warshall Algorithm Topological ordering.
#Exemplar/Case Studies Data structure used in Webgraph and Google map
Mapping of Course Outcomes for Unit CO2,CO3, CO4
III
Unit IV Search Trees (08 Hours)
Symbol Table-Representation of Symbol Tables- Static tree table and Dynamic tree table, Weight
balanced tree - Optimal Binary Search Tree (OBST), OBST as an example of Dynamic Programming,
Height Balanced Tree- AVL tree. Red-Black Tree, AA tree, K-dimensional tree, Splay Tree.
#Exemplar/Case Studies Keyword search in a document using OBST
Mapping of Course Outcomes for Unit CO2, CO3, CO5
IV
Unit V Indexing and Multiway Trees (07 Hours)
Indexing and Multiway Trees- Indexing, indexing techniques-primary, secondary, dense, sparse,
Multiway search trees, B-Tree- insertion, deletion, B+Tree - insertion, deletion, use of B+ tree in
Indexing, Trie Tree.
#Exemplar/Case Studies Heap as a Priority Queue
Mapping of Course Outcomes for Unit CO2, CO3, CO5
V
Unit VI File Organization ( 07 Hours)
Files: concept, need, primitive operations. Sequential file organization- concept and primitive
operations, Direct Access File- Concepts and Primitive operations, Indexed sequential file
organization-concept, types of indices, structure of index sequential file, Linked Organization-
multi list files, coral rings, inverted files and cellular partitions.
#Exemplar/Case Studies External Sort- Consequential processing and merging
two lists, multiway merging- a k way merge algorithm
Mapping of Course Outcomes for Unit CO4, CO6
VI
Learning Resources
Text Books:
1. Horowitz, Sahani, Dinesh Mehata, “Fundamentals of Data Structures in C++”, Galgotia
Publisher, ISBN: 8175152788, 9788175152786.
2. M Folk, B Zoellick, G. Riccardi, “File Structures”, Pearson Education”, ISBN:81-7758-37-5
3. Peter Brass, “Advanced Data Structures”, Cambridge University Press, ISBN: 978-1-107-
43982-5

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Reference Books:
1. A. Aho, J. Hopcroft, J. Ulman, “Data Structures and Algorithms”, Pearson Education, 1998,
ISBN-0-201-43578-0.
2. Michael J Folk, “File Structures an Object Oriented Approach with C++”, Pearson Education,
ISBN: 81-7758-373-5.
3. Sartaj Sahani, “Data Structures, Algorithms and Applications in C++”, Second Edition,
University Press, ISBN: 81-7371522 X.
4. G A V Pai, “Data Structures and Algorithms”, McGraw-Hill Companies, ISBN -
9780070667266.
5. Goodrich, Tamassia, Goldwasser, “Data Structures and Algorithms in Java”, Wiley
Publication, ISBN: 9788126551903
e-Books:
• https://www.ebooks.com/en-us/book/95777110/Python-data-structures-and-algorithms/benjamin-baka/
• https://www.ebookphp.com/advanced-data-structures-epub-pdf/
• https://www.ebookphp.com/data-structures-and-algorithms-professional-edition-beginners-guide-epub-pdf/
MOOC/ Video Lectures available at:
• https://nptel.ac.in/courses/106/102/106102064/
• https://nptel.ac.in/courses/106/105/106105085
• https:// nptel.ac.in/courses/106/106/106106127
@The CO-PO Mapping Matrix
PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 2 1 2 1 - - - - - - - -
CO2 1 2 - - - - - - - - - -
CO3 2 - - - - - - - - - - -
CO4 - 2 - 1 - - - - - - - -
CO5 1 - 1 1 - - - - - - - -
CO6 2 1 1 1 - - - - - - - -

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Home
Second Year of Artificial Intelligence and Data Science (2020 Course)
210253: Software Engineering
Teaching Scheme Credit Scheme Examination Scheme and Marks
Lecture: 03 Hours/Week 03 Mid_Semester(TH): 30 Marks
End_Semester(TH): 70 Marks
Prerequisite Courses : 110005: Programming and Problem Solving
Companion Course : ---
Course Objectives:
The main objective of this course is to introduce the students to software engineering- the fundaments
of software engineering principles and practices, including project management, configurations
management, requirements definition, system analysis, design, testing, and deployment with hands-on
experience in a group software development project.
• To learn and understand the principles of Software Engineering.
• To be acquainted with methods of capturing, specifying, visualizing and analyzing software
requirements.
• To apply design and testing principles to software project development.
• To understand project management through life cycle of the project.
Course Outcomes:
On completion of the course, learner will be able to-
CO1: Analyze software requirements and formulate design solution for a software.
CO2: Design applicable solutions in one or more application domains using software engineering
approaches that integrate ethical, social, legal and economic concerns.
CO3: Apply new software models, techniques and technologies to bring out innovative and
novelistic solutions for the growth of the society in all aspects and evolving into their continuous
professional development.
CO4: Model and design User interface and component-level.
CO5: Identify and handle risk management and software configuration management.
CO6: Utilize knowledge of software testing approaches, approaches to verification and validation.
CO7: Construct software of high quality – software that is reliable, and that is reasonably easy to
understand, modify and maintain efficient, reliable, robust and cost-effective software solutions.
Course Contents
Unit I Introduction to Software Engineering and (06Hours)
Software Process Models
Software Engineering Fundamentals: Introduction to software engineering, The Nature of Software,
Defining Software, Software Engineering Practice. Software Process: A Generic Process Model,
defining a Framework Activity, Identifying a Task Set, Process Patterns, Process Assessment and
Improvement, Prescriptive Process Models, The Waterfall Model, Incremental Process Models,
Evolutionary Process Models, Concurrent Models, A Final Word on Evolutionary Processes. Unified
Process, Agile software development: Agile methods, plan driven and agile development.
#Exemplar/Case Agile Tools- JIRA
Studies
*Mapping of Course CO1, CO3, CO7
Outcomes for Unit I
Unit II Software Requirements Engineering and (07 Hours)
Analysis

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Modeling: Requirements Engineering, Establishing the Groundwork, Identifying Stakeholders,

Recognizing Multiple Viewpoints, working toward Collaboration, Asking the First Questions, Eliciting

Home
Requirements, Collaborative Requirements Gathering, Usage Scenarios, Elicitation Work Products,
Developing Use Cases, Building the Requirements Model, Elements of the Requirements Model,
Negotiating Requirements, Validating Requirements.
Suggested Free Open Source tools: StarUML, Modelio, SmartDraw.
#Exemplar/Case Write SRS in IEEE format for selected Project Statement/ case study
Studies Study SRS of Online Voting system
(http://dos.iitm.ac.in/OOSD_Material/CaseStudies/CaseStudy2/eVote-srs.pdf),
Library management System, Develop use case model for any software
applications.
*Mapping of Course CO1, CO3, CO7
Outcomes for Unit
II
Unit III Estimation and Scheduling (07 Hours)
Estimation for Software Projects: The Project Planning Process, Defining Software Scope and
Checking Feasibility, Resources management, Reusable Software Resources, Environmental
Resources, Software Project Estimation, Decomposition Techniques, Software Sizing, Problem-Based
Estimation, LOC-Based Estimation, FP-Based Estimation, Object Point (OP)-based estimation,
Process-Based Estimation, Process-Based Estimation, Estimation with Use Cases, Use-Case–Based
Estimation, Reconciling Estimates, Empirical Estimation Models, The Structure of Estimation Models,
The COCOMO II Mode, Preparing Requirement Traceability Matrix
Project Scheduling: Project Scheduling, Defining a Task for the Software Project, Scheduling.
Suggested Free Open Source Tools: Gantt Project, Agantty, Project Libre.
#Exemplar/Case Write SRS in IEEE format for selected Project Statement/ case study, Study
Studies SRS of Online Voting system, Library management System
(http://dos.iitm.ac.in/OOSD_Material/CaseStudies/CaseStudy2/eVote-srs.pdf),
*Mapping of Course CO1, CO3, CO7
Outcomes for Unit
III
Unit IV Design Engineering (07 Hours)
Design Concepts: Design within the Context of Software Engineering, The Design Process, Software
Quality Guidelines and Attributes, Design Concepts - Abstraction, Architecture, design Patterns,
Separation of Concerns, Modularity, Information Hiding, Functional Independence, Refinement,
Aspects, Refactoring, Object-Oriented Design Concept, Design Classes, The Design Model , Data
Design Elements, Architectural Design Elements, Interface Design Elements, Component-Level
Design Elements, Component Level Design for Web Apps, Content Design at the Component Level,
Functional Design at the Component Level, Deployment-Level Design Elements.
Architectural Design: Software Architecture, What is Architecture, Why is Architecture Important,
Architectural Styles, A brief Taxonomy of Architectural Styles.
Suggested Free Open Source Tool: Smart Draw
#Exemplar/Case Study design of Biometric Authentication software
Studies
*Mapping of Course CO1,CO2 CO3, CO7
Outcomes for Unit IV
Unit V Risks and Configuration Management (07 Hours)
Risk Management: Software Risks, Risk Identification, Risk Projection, Risk Refinement, Risk
Mitigation, Monitoring, and Management, The RMMM Plan.
Software Configuration Management: Software Configuration Management, The SCM Repository
The SCM Process, Configuration Management for any suitable software system.
Suggested Free Open Source Tools: CF Engine Configuration Tool, Puppet Configuration Tool.
#Exemplar/Case Risk management in Food delivery software
Studies
*Mapping of Course CO1,CO2 CO3, CO7
Outcomes for Unit V
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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Unit VI Software Testing (07 Hours)

Home
A Strategic Approach to Software Testing, Verification and Validation, Organizing for Software
Testing, Software Testing Strategy—The Big Picture, Criteria for Completion of Testing, Strategic
Issues, Test Strategies for Conventional Software, Unit Testing, Integration Testing, Test Strategies for
Object-Oriented Software, Unit Testing in the OO Context, Integration Testing in the OO Context,
Test Strategies forWebApps, Validation Testing, Validation-Test Criteria, Configuration Review.
Suggested Free Open Source Tools: Selenium, JUnit.
#Exemplar/Case Selemium Testing with any online application
Studies
*Mapping of Course CO1,CO2 CO3, CO6
Outcomes for Unit VI
Learning Resources
Text Books:
1. Roger Pressman, “Software Engineering: A Practitioner‘s Approach”, McGraw Hill, ISBN 0–
07–337597–7
2. Ian Sommerville, “Software Engineering”, Addison and Wesley, ISBN 0-13-703515-2
Reference Books:
1. Carlo Ghezzi, “Fundamentals of Software Engineering", PHI, ISBN-10: 0133056996
2. Rajib Mall, “Fundamentals of Software Engineering”, PHI, ISBN-13: 978-8120348981
3. Pankaj Jalote, “An Integrated Approach to Software Engineering”, Springer, ISBN 13:
9788173192715.
4. S K Chang, “Handbook of Software Engineering and Knowledge Engineering”, World
Scientific, Vol I, II, ISBN: 978-981-02-4973-1
5. Tom Halt, “Handbook of Software Engineering”, Clanye International,
ISBN- 10: 1632402939
e-books:
• https://ebookpdf.com/roger-s-pressman-software-engineering
MOOC/ Video Lectures available at:
• https://swayam.gov.in/nd1_noc19_cs69/preview
• https://swayam.gov.in/nd2_cec20_cs07/preview
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 - 2 - - - - - - - - - -
CO2 1 - - - - 2 2 2 - - - -

CO3 - - 2 - - 2 - - - - - -
CO4 - 2 2 - - - - - - - -
CO5 - 2 2 - - - - - - - - -

CO6 - 2 2 - - - - - - - - -
CO7 1 - 1 1 - - - - - - - -

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Second Year of Artificial Intelligence and Data Science (2020 Course)
217530: Management Information Systems
Teaching Scheme: Credit Examination Scheme:
Lecture: 03 Hours/Week 03 Mid_Semester (TH): 30 Marks
End_Semester(TH): 70 Marks
Prerequisite Courses, if any: ---
Companion Course, if any: ---
Course Objectives:
• To understand concepts of Management Information System and Business intelligence for
MIS.
• To recognize the need of an information system in today’s global business with tools and
technologies.
• To identify IT infrastructure components and to study security in the Information System.
• To understand the importance of project management and the international information system.
• To understand the concepts of decision support systems for business applications.
• To understand artificial intelligence and data science for Management Information System
Course Outcomes:
On completion of the course, learner will be able to–
CO1 : Explain the concepts of Management Information System and Business intelligence for MIS.
CO2 : Illustrate the need of information systems in global business and ethical issues.
CO3 : List the IT infrastructure components and explain security in the Information System.
CO4 : Demonstrate the importance of project management and extend its use in the international
information system.
CO5 : Illustrate the concepts of decision support systems for business applications.
CO6 : Relate artificial intelligence and data science for Management Information System.
Course Contents
Unit I An Overview of Management Information (07 Hours)
System
Management information system: Concept, MIS: Definition, Role of MIS, Impact of MIS, MIS & the
User, Management as a Control System: The functions of Management, Managerial Roles, The Levels
of Management[R3]. MIS: A Support to the Management, Management effectiveness and MIS,
Organization as a System. Decision Making, Information, Knowledge and Business intelligence,
Business intelligence for MIS.
#Exemplar/Case Studies Case study on General Life insurance company
Mapping of Course Outcomes for Unit CO1
I
Unit II Organization, Management and Network (07Hours)
Enterprise
Information systems in today’s global business: The Role of information system, Perspective’s on
Information System. Global E-business and collaboration: Business Processes, Types of Information
Systems. System for Collaboration and Team Work: Tools and technologies for collaboration and
team work, E-mail and Instant Messaging, Social Networking, Virtual worlds, Internet based
Collaboration Environments. Information system organization and strategy, Ethical and social issues
in information system.

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

#Exemplar/Case Studies Collaboration & Innovation at Procter and Gamble(P&G)

Mapping of Course Outcomes for Unit CO2
II
Unit III Information Technology Infrastructure (07 Hours)
IT infrastructure and Emerging Technologies: IT infrastructure and its components, Hardware and
software platform trends, Management issues. Foundation of Business intelligence: Databases and
information management. Telecommunication, The Internet and Wireless technology, Securing
information systems: system vulnerability, Business value of security and control.

#Exemplar/Case Studies IPL Teams strike Gold with information Technology

Mapping of Course Outcomes for Unit CO3
III
Unit IV Key System Applications for Digital Age (07 Hours)
Achieving operational Excellence and customer intimacy : Enterprise Applications, E-Commerce:
Digital Markets and Digital Goods , Managing knowledge, Enhancing Decision Making, Building
information Systems, Managing project : The importance of project Management, the business value
of information systems, Managing project risk, Managing Global Systems: The growth of
international information systems, organizing international information systems, Technology issues
and opportunities for global value chain.
#Exemplar/Case Studies CoCa-Cola: “Opening Happiness” with a New Project
Management System
Mapping of Course Outcomes for Unit CO4
IV
Unit V Business Applications ( 07 Hours)
Introduction to e-business systems: Functional Business systems, cross functional Enterprise systems.
Customer Relationship Management: The Business focus, Enterprise Resource Planning: The business
backbone, Supply chain Management: Business Network. Electronic Commerce Systems:
Fundamentals, e-commerce applications and issues. Decision support systems: Decision support in
Business, DSS Components, Decision Supports Trends, OLTP, Data Mining for Decision Support,
Knowledge Management System.
#Exemplar/Case Studies Amazon Vs Walmart: Which giant will dominate E-
commerce?
Mapping of Course Outcomes for Unit CO5
V
Unit VI Artificial Intelligence & Data Science for MIS ( 07 Hours)
Business and AI, An overview of Artificial Intelligence, Neural Network, Fuzzy Logic System,
Genetic Algorithms, Virtual Reality, Intelligent Agents, Expert Systems: Components, Applications,
Developing Expert Systems, The Value of Expert Systems: Benefits & Limitations.
MIS in Data Science: Transition into data science for a Business Intelligence (BI)/MIS professional:
performing detective analytics and generate insights from reports, statistics to support your insights
about reports, present your findings to the right group, explore an open-source tool to generate reports
OR to perform detective analysis, the model building / predictive modeling steps, Methods to evaluate

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

your model’s performance.

#Exemplar/Case Studies Cisco Systems, Netflix.
Mapping of Course Outcomes for Unit CO6
VI
Learning Resources
Text Books:
1.Waman S. Javadekar,” Management Information System: A Global Digital Enterprise Perspective”,
McGraw Hill Education Pvt. Ltd. 5th Edition, ISBN – 13:978-1-25-902669-0.
2. James A. O’Brien, George M Marakas, “Management Information Systems”, The McGraw-Hill
Companies, 7th Edition, ISBN-0-07-062-003-2.
Reference Books:
1.Kenneth C. Laudon, Jane P. Laudon, “Management information Systems: Managing the Digital
Firm”, Perason, 12th Edition, ISBN-978-81-317-8746-5.
2.James A. O’Brien,” Management Information Systems: Managing information Technology in the
Business Enterprise”, Tata McGraw Hill Edition, 6th Edition, ISBN- 0-07-058739-6.
3.Robert Schultheis, Marry sumner, “Management information system: The Manager’s View”, Tata
McGraw Hill Edition, 4th Edition, ISBN-0-07-463879-3.
4. Gordon B.Davis, Margrethe H. Olson, “Management Information Systems : Conceptual
Foundations, Structure and Development”, Tata McGraw Hill Edition, 2nd Editon,ISBN-13:978-0-07-
040267-6
e-Books:
1. https://repository.dinus.ac.id/docs/ajar/Kenneth_C.Laudon,Jane_P_.Laudon_-
_Management_Information_Sysrem_13th_Edition_.pdf
2. https://www.sohailuniversity.edu.pk/wp-content/uploads/2018/12/Management-Information-Systems-
OBrien.pdf
3. https://sctevtservices.nic.in/docs/website/pdf/140304.pdf
MOOC Courses:
https://nptel.ac.in/courses/110/105/110105148/
https://nptel.ac.in/courses/122/105/122105022/
https://onlinecourses.swayam2.ac.in/cec21_ge05/preview
@The CO-PO mapping table
PO1 PO1
PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO12
0 1
CO1 1 2 1 1 - - - - - - - -
CO2 1 1 1 - - - - 1 1 - - -
CO3 2 1 1 - - - - - - - - -
CO4 2 1 1 1 - - - - - - 1 -
CO5 2 2 2 1 1 - - - - - - -
CO6 2 2 2 1 1 - - - - - - -

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Second Year of Artificial Intelligence and Data Science (2020 Course)
217531: Internet of Things Laboratory
Teaching Scheme: Credit Examination Scheme:
Practical: 04 Hours/Week 02 Term Work (TW): 50 Marks
Practical(PR): 25 Marks
Prerequisite Courses: Programming and Problem Solving (110005),
Basic Electronics Engineering (104010)
Companion Course: Internet of Things (217529)
Course Objectives:
● Hardware platforms and operating systems commonly used in IoT systems.
● Help the students in providing a good learning environment and also work with real time
problems faced in day to day life.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Understand IOT Application Development using Raspberry Pi/ Beagle board/ Arduino board
CO2: Develop and modify the code for various sensor based applications using wireless sensor
modules and working with a variety of modules like environmental modules.
CO3: Make use of Cloud platform to upload and analyse any sensor data
Guidelines:
Lab Assignments: Following is list of suggested laboratory assignments for reference. Laboratory
Instructors may design a suitable set of assignments for their respective course at their level. Beyond
curriculum assignments and mini-project may be included as a part of laboratory work. The instructor
may set multiple sets of assignments and distribute among batches of students. It is appreciated if the
assignments are based on real world problems/applications. The Inclusion of a few optional
assignments that are intricate and/or beyond the scope of curriculum will surely be the value addition
for the students and it will satisfy the intellectuals within the group of the learners and will add to the
perspective of the learners. For each laboratory assignment, it is essential for students to
draw/write/generate flowchart, algorithm, test cases, mathematical model, Test data set and
comparative/complexity analysis (as applicable). Batch size for practical and tutorial may be as per
guidelines of authority.
∙ Term Work: Term work is continuous assessment that evaluates a student's progress throughout the
semester. Term work assessment criteria specify the standards that must be met and the evidence that
will be gathered to demonstrate the achievement of course outcomes. Categorical assessment criteria
for the term work should establish unambiguous standards of achievement for each course outcome.
They should describe what the learner is expected to perform in the laboratories or on the fields to
show that the course outcomes have been achieved. It is recommended to conduct an internal monthly
practical examination as part of continuous assessment.
∙ Assessment: Students’ work will be evaluated typically based on the criteria like attentiveness,
proficiency in execution of the task, regularity, punctuality, use of referencing, accuracy of language,
use of supporting evidence in drawing conclusions, quality of critical thinking and similar
performance measuring criteria.
∙Laboratory Journal: Program codes with sample output of all performed assignments are to be
submitted as softcopy. Use of DVD or similar media containing students programs maintained by
Laboratory In-charge is highly encouraged. For reference one or two journals may be maintained with
program prints in the Laboratory. As a conscious effort and little contribution towards Green IT and
environment awareness, attaching printed papers as part of write-ups and program listing to journals
may be avoided. Submission of journal/ term work in the form of softcopy is desirable and
appreciated.
Suggested List of Laboratory Experiments/Assignments
Student should perform all assignments from Group A, at least 8 experiments with all experiments
from group B and any 1 assignment from Group C. (Use suitable programming language/Tool for
implementation)

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

List of Assignments
Group A
1. Study of Raspberry-Pi/ Beagle board/ Arduino and other microcontroller ( History & Elevation)
2. Study of different operating systems for Raspberry-Pi /Beagle board/Arduino. Understanding the
process of OS installation
3. Study of different GATES (AND, OR, XOR), Sensors and basic binary operations.
4. Study of Connectivity and configuration of Raspberry-Pi /Beagle board/Arduino circuit with basic
peripherals like LEDS. Understanding GPIO and its use in the program.
Group B
5. Write a program using Arduino to control LED (One or more ON/OFF). Or Blinking
6. Create a program that illuminates the green LED if the counter is less than 100, illuminates the
yellow LED if the counter is between 101 and 200 and illuminates the red LED if the counter is
greater than 200
7. Create a program so that when the user enters ‘b’ the green light blinks, ‘g’ the green light is
illuminated ‘y’ the yellow light is illuminated and ‘r’ the red light is illuminated
8. Write a program that asks the user for a number and outputs the number squared that is entered
9. Write a program to control the color of the LED by turning 3 different potentiometers. One will be
read for the value of Red, one for the value of Green, and one for the value of Blue
10. Write a program read the temperature sensor and send the values to the serial monitor on the
computer
11. Write a program so it displays the temperature in Fahrenheit as well as the maximum and
minimum temperatures it has seen
12. Write a program to show the temperature and shows a graph of the recent measurements
13. Write a program using piezo element and use it to play a tune after someone knocks
14. Understanding the connectivity of Raspberry-Pi /Beagle board circuit / Arduino with IR sensor.
Write an application to detect obstacle and notify user using LEDs
Group C
15. Study of ThingSpeak – an API and Web Service for the Internet of Things (Mini Project: Same
can be done parallel with PBL)
16. Write an application to control the operation of hardware simulated traffic signals. (Mini Project:
Same can be done parallel with PBL)
17. Develop a Real time application like smart home with following requirements: When the user
enters into the house the required appliances like fan, light should be switched ON. Appliances should
also get controlled remotely by a suitable web interface. The objective of this application is that
students should construct complete Smart applications in groups. (Mini Project: Same can be done
parallel with PBL)
18. Write an application for stopwatch or countdown timer. (Mini Project: Same can be done parallel
with PBL)
Learning Resources
Text Books:
1. Alan G. Smith, “ Introduction to Arduino: A piece of cake”
2. Honbo Zhou, “The Internet of Things in the Cloud: A Middleware Perspective”, CRC Press, 2012.
ISBN : 9781439892992
Reference Books:
1. Olivier Hersent, Omar Elloumi and David Boswarthick, “The Internet of Things: Applications to
the Smart Grid and Building Automation”, Wiley, 2012, 9781119958345 3.
2. Olivier Hersent, David Boswarthick, Omar Elloumi , “The Internet of Things: Key applications and
Protocols”, Wiley, 2012, ISBN:978-1-119-99435-0

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

@The CO-PO mapping table

PO1 PO1
PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO12
0 1
CO1 2 1 3 -- -- -- -- -- -- -- -- --
CO2 -- 2 3 -- -- -- -- -- -- -- -- --
CO3 -- -- 3 2 -- -- -- -- -- -- -- 3

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Home
Second Year of Computer Engineering (2019 Course)
217532: Data Structures and Algorithms Laboratory
Teaching Scheme Credit Scheme Examination Scheme and Marks
Practical: 04 Hours/Week 02 Term Work: 25 Marks
Practical: 25 Marks
Prerequisite Courses: 110005: Programming and Problem Solving,
217522: Data Structures Laboratory
Companion Course : 210252: Data Structures and Algorithms
Course Objectives:
• To understand practical implementation and usage of non linear data structures for solving
problems of different domain.
• To strengthen the ability to identify and apply the suitable data structure for the given real
world problems.
• To analyze advanced data structures including hash table, dictionary, trees, graphs, sorting
algorithms and file organization.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Understand the ADT/libraries, hash tables and dictionary to design algorithms for a
specific problem.
CO2: Choose most appropriate data structures and apply algorithms for graphical solutions of
the problems.
CO3: Apply and analyze non linear data structures to solve real world complex problems.
CO4: Apply and analyze algorithm design techniques for indexing, sorting, multi-way
searching, file organization and compression.
CO5: Analyze the efficiency of most appropriate data structure for creating efficient
solutions for engineering design situations.
Guidelines for Instructor's Manual
The instructor‘s manual is to be developed as a hands-on resource and reference. The instructor's manual
need to include prologue (about University/program/ institute/ department/foreword/ preface), curriculum of
course, conduction and Assessment guidelines, topics under consideration-concept, objectives, outcomes,
set of typical applications/assignments/ guidelines, and references.
Guidelines for Student's Laboratory Journal
The laboratory assignments are to be submitted by student in the form of journal. Journal consists of
prologue, Certificate, table of contents, and handwritten write-up of each assignment (Title, Objectives,
Problem Statement, Outcomes, software and Hardware requirements, Date of Completion, Assessment
grade/marks and assessor's sign, Theory- Concept in brief, algorithm, flowchart, test cases, Test Data
Set(if applicable), mathematical model (if applicable), conclusion/analysis. Program codes with sample
output of all performed assignments are to be submitted as softcopy.
As a conscious effort and little contribution towards Green IT and environment awareness, attaching printed
papers as part of write-ups and program listing to journal may be avoided. Use of DVD containing students
programs maintained by Laboratory In-charge is highly encouraged. For reference one or two journals may
be maintained with program prints at Laboratory.
Guidelines for Laboratory / Term Work Assessment
Continuous assessment of laboratory work should be done based on overall performance and Laboratory
assignments performance of student. Each Laboratory assignment assessment should be assigned
grade/marks based on parameters with appropriate weightage. Suggested parameters for overall assessment
as well as each Laboratory assignment assessment include- timely completion, performance, innovation,
efficient codes, punctuality and neatness.
Guidelines for Laboratory Conduction
The instructor is expected to frame the assignments by understanding the prerequisites, technological
aspects, utility and recent trends related to the topic. The assignment framing policy need to address the
average students and inclusive of an element to attract and promote the intelligent students. The instructor
may set multiple sets of assignments and distribute among batches of students. It is appreciated if the
assignments are based on real world problems/applications. Encourage students for appropriate use of

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University
Hungarian notation, proper indentation and comments. Use of open source software is to be encouraged.

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In addition to these, instructor may assign one real life application in the form of a mini-project based on the
concepts learned. Instructor may also set one assignment or mini-project that is suitable to respective branch
beyond the scope of syllabus.
Set of suggested assignment list is provided in groups- A, B, C, D, E, F and G. Each student must perform
at least 12 assignments( at least 02 from group A, 03 from group B, 02 from group C, 2 from group D, 01
from group E, 02 from group F.)
Operating System recommended :- 64-bit Open source Linux or its derivative
Programming tools recommended: - Open Source Python - Group A assignments, C++ Programming
tool like G++/GCC
Guidelines for Practical Examination
Both internal and external examiners should jointly set problem statements. During practical assessment, the
expert evaluator should give the maximum weightage to the satisfactory implementation of the problem
statement. The supplementary and relevant questions may be asked at the time of evaluation to test the
student’s for advanced learning, understanding of the fundamentals, effective and efficient implementation.
Consequently encouraging efforts, transparent evaluation and fair approach of the evaluator will not create
any uncertainty or doubt in the minds of the students. Therefore adhering to these principles will
consummate our team efforts to the promising start of the student's academics.
Virtual Laboratory:
• http://cse01-iiith.vlabs.ac.in/Courses%20Aligned.html?domain=Computer%20Science
Suggested List of Laboratory Experiments/Assignments
Sr. No Group A
1 Consider telephone book database of N clients. Make use of a hash table implementation
to quickly look up client‘s telephone number. Make use of two collision handling
techniques and compare them using number of comparisons required to find a set of
telephone numbers
2 Implement all the functions of a dictionary (ADT) using hashing and handle collisions
using chaining with / without replacement.
Data: Set of (key, value) pairs, Keys are mapped to values, Keys must be comparable,
Keys must be unique. Standard Operations: Insert(key, value), Find(key), Delete(key)
3 For given set of elements create skip list. Find the element in the set that is closest to
some given value. (note: Decide the level of element in the list Randomly with some
upper limit)
4 To create ADT that implement the "set" concept.
a. Add (new Element) -Place a value into the set , b. Remove (element) Remove the value
c. Contains (element) Return true if element is in collection, d. Size () Return number of
values in collection Iterator () Return an iterator used to loop over collection, e.
Intersection of two sets , f. Union of two sets, g. Difference between two sets, h. Subset
Group B
5 A book consists of chapters, chapters consist of sections and sections consist of
subsections. Construct a tree and print the nodes. Find the time and space requirements of
your method.
6 Beginning with an empty binary search tree, Construct binary search tree by inserting the
values in the order given. After constructing a binary tree -
i. Insert new node, ii. Find number of nodes in longest path from root, iii. Minimum data
value found in the tree, iv. Change a tree so that the roles of the left and right pointers are
swapped at every node, v. Search a value
7 Construct an expression tree from the given prefix expression eg. +--a*bc/def and
traverse it using post order traversal (non recursive) and then delete the entire tree.
8 Read for the formulas in propositional calculus. Write a function that reads such a
formula and creates its binary tree representation. What is the complexity of your
function?
9 Convert given binary tree into threaded binary tree. Analyze time and space complexity
of the algorithm.

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

10 Consider threading a binary tree using preorder threads rather than inorder threads.
Design an algorithm for traversal without using stack and analyze its complexity. _

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11 A Dictionary stores keywords and its meanings. Provide facility for adding new
keywords, deleting keywords, updating values of any entry. Provide facility to display
whole data sorted in ascending/ Descending order. Also find how many maximum
comparisons may require for finding any keyword. Use Binary Search Tree for
implementation.
12 Implement a file compression algorithm that uses binary tree. Your program should
allow the user to compress and decompress messages containing alphabets using the
standard Huffman algorithm for encoding and decoding.
Group C
13 Represent a given graph using adjacency matrix/list to perform DFS and using adjacency
list to perform BFS. Use the map of the area around the college as the graph. Identify the
prominent land marks as nodes and perform DFS and BFS on that.
14 There are flight paths between cities. If there is a flight between city A and city B then
there is an edge between the cities. The cost of the edge can be the time that flight take to
reach city B from A, or the amount of fuel used for the journey. Represent this as a graph.
The node can be represented by airport name or name of the city. Use adjacency list
representation of the graph or use adjacency matrix representation of the graph. Check
whether the graph is connected or not. Justify the storage representation used.
15 You have a business with several offices; you want to lease phone lines to connect them
up with each other; and the phone company charges different amounts of money to
connect different pairs of cities. You want a set of lines that connects all your offices with
a minimum total cost. Solve the problem by suggesting appropriate data structures.
16 Tour operator organizes guided bus trips across the Maharashtra. Tourists may have
different preferences. Tour operator offers a choice from many different routes. Every
day the bus moves from starting city S to another city F as chosen by client. On this way,
the tourists can see the sights alongside the route travelled from S to F. Client may have
preference to choose route. There is a restriction on the routes that the tourists may
choose from, the bus has to take a short route from S to F or a route having one distance
unit longer than the minimal distance. Two routes from S to F are considered different if
there is at least one road from a city A to a city B which is part of one route, but not of the
other route.
17 Consider the scheduling problem. n tasks to be scheduled on single processor. Let t1, ...,tn
be durations required to execute on single processor is known. The tasks can be executed
in any order but one task at a time. Design a greedy algorithm for this problem and find a
schedule that minimizes the total time spent by all the tasks in the system. (The time spent
by one is the sum of the waiting time of task and the time spent on its execution.)
Group D
18 Given sequence k = k1 <k2 < … <kn of n sorted keys, with a search probability pi for
each key ki . Build the Binary search tree that has the least search cost given the access
probability for each key?
19 A Dictionary stores keywords and its meanings. Provide facility for adding new
keywords, deleting keywords, updating values of any entry. Provide facility to display
whole data sorted in ascending/ Descending order. Also find how many maximum
comparisons may require for finding any keyword. Use Height balance tree and find the
complexity for finding a keyword
Group E
20 Consider a scenario for Hospital to cater services to different kinds of patients as Serious
(top priority), b) non-serious (medium priority), c) General Checkup (Least priority).
Implement the priority queue to cater services to the patients.
21 Implement the Heap/Shell sort algorithm implemented in Java demonstrating heap/shell
data structure with modularity of programming language

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

22 Read the marks obtained by students of second year in an online examination of

particular subject. Find out maximum and minimum marks obtained in that subject. Use
heap data structure. Analyze the algorithm.

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Group F
23 Department maintains a student information. The file contains roll number, name,
division and address. Allow user to add, delete information of student. Display
information of particular employee. If record of student does not exist an appropriate
message is displayed. If it is, then the system displays the student details. Use sequential
file to main the data.
24 Company maintains employee information as employee ID, name, designation and salary.
Allow user to add, delete information of employee. Display information of particular
employee. If employee does not exist an appropriate message is displayed. If it is, then
the system displays the employee details. Use index sequential file to maintain the data.
25 Implementation of a direct access file -Insertion and deletion of a record from a direct
access file
26 Assume we have two input and two output tapes to perform the sorting. The internal
memory can hold and sort m records at a time. Write a program in java for external
sorting. Find out time complexity.
Mini-Projects/ Case Study
27 Design a mini project using C++ which will use the different data structure with or
without C++ library and show the use of specific data structure on the efficiency
(performance) of the code.
28 Design a mini project to implement Snake and Ladders Game using Python.
29 Design a mini project to implement a Smart text editor.
30 Design a mini project for automated Term work assessment of student based on
parameters like daily attendance, Unit Test / Prelim performance, Students achievements
if any, Mock Practical.
@The CO-PO Mapping Matrix
PO1 PO1
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO12
PO 0 1

CO1 1 2 2 - - - - - - - - -
CO2 - 2 2 - - - - - - - - -

CO3 - 2 2 1 - - - - - - - -

CO4 1 2 1 1 - - - - - - - -

CO5 1 1 2 2 - - - - - - - -

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Second Year of Artificial Intelligence and Data Science (2020 Course)

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217533: Project Based Learning II
Teaching Scheme Credit Scheme Examination Scheme and Marks
Practical: 04 Hours/Week 02 Term Work: 50 Marks
Course Objectives:
• To develop critical thinking and problem solving ability by exploring and proposing
solutions to realistic/social problem.
• To Evaluate alternative approaches, and justify the use of selected tools and methods.
• To emphasizes learning activities that are long-term, inter-disciplinary and student-centric.
• To engages students in rich and authentic learning experiences.
• To provide every student the opportunity to get involved either individually or as a group
so as to develop team skills and learn professionalism.
• To develop an ecosystem that promotes entrepreneurship and research culture among the
students.
Course Outcomes:
CO1: Identify the real life problem from societal need point of view
CO2: Choose and compare alternative approaches to select most feasible one
CO3: Analyze and synthesize the identified problem from technological perspective
CO4: Design the reliable and scalable solution to meet challenges
CO5: Evaluate the solution based on the criteria specified
CO6: Inculcate long life learning attitude towards the societal problems
Course Contents
Preamble:
Project-based learning is an instructional approach designed to give students the opportunity to
develop knowledge and skills through engaging projects set around challenges and problems
they may face in the real world. PBL, is more than just projects. With PBL students "investigate
and respond to an authentic, engaging, and complex problem, or challenge" with deep and
sustained attention. PBL is "learning by doing." The truth is, many in education are recognizing
we live in a modern world sustained and advanced through the successful completion of
projects. In short, If students are prepared for success in life, we need to prepare them for a
project-based world. It is a style of active learning and inquiry-based learning. (Reference:
Wikipedia). Project based learning will also redefine the role of teacher as mentor in learning
process. Along with communicating knowledge to students, often in a lecture setting, the teacher
will also to act as an initiator and facilitator in the collaborative process of knowledge transfer
and development. The PBL model focuses the student on a big open-ended question, challenge,
or problem to research and respond to and/or solve. It Brings what students should academically
know, understand, and be able to do and requires students to present their problems, research
process, methods, and results.[1]
Project based learning (PBL) requires regular mentoring by faculty throughout the semester for
successful completion of the idea/project tasks selected by the students per batch. For the faculty
involved in PBL , teaching workload of 4 Hrs/week/batch needs to be considered. The Batch
should be divided into sub-groups of 4 to 5 students. Idea implementation /Real life
problem/Complex assignments / activities / projects. under project based learning is to be
carried throughout semester and Credit for PBL has to be awarded on the basis of internal
continuous assessment and evaluation at the end of semester
Group Structure:
Working in supervisor/mentor monitored groups; the students plan, manage, and complete a
task/project/activity which addresses the stated problem.
1. There should be team/group of 4-5 students
2. A supervisor/mentor teacher assigned to individual groups

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Selection of Project/Problem:
The problem-based project oriented model for learning is recommended. The model begins with
the identifying of a problem, often growing out of a question or “wondering”. This formulated

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problem then stands as the starting point for learning. Students design and analyze the
problem/project within an articulated interdisciplinary or subject frame.
A problem can be theoretical, practical, social, technical, symbolic, cultural, and/or scientific
and grows out of students’ wondering within different disciplines and professional
environments. A chosen problem has to be exemplary. The problem may involve an
interdisciplinary approach in both the analysis and solving phases.
By exemplarity, a problem needs to refer back to a particular practical, scientific, social and/or
technical domain. The problem should stand as one specific example or manifestation of more
general learning outcomes related to knowledge and/or modes of inquiry.
There are no commonly shared criteria for what constitutes an acceptable project. Projects vary
greatly in the depth of the questions explored, the clarity of the learning goals, the content, and
structure of the activity.
• A few hands-on activities that may or may not be multidisciplinary.
• Use of technology in meaningful ways to help them investigate, collaborate, analyse, synthesize,
and present their learning.
• Activities may include- Solving real life problem, investigation, /study and Writing reports of in
depth study, field work.
Assessment:
The institution/head/mentor is committed to assessing and evaluating both student performance
and program effectiveness.
Progress of PBL is monitored regularly on weekly basis. Weekly review of the work is necessary.
During process of monitoring and continuous assessment and evaluation of the individual and the
team performance is to be measured. PBL is monitored and continuous assessment is done by
supervisor /mentor and authorities.
Students must maintain an institutional culture of authentic collaboration, self-motivation, peer-
learning and personal responsibility. The institution/department should support students in this
regard through guidance/orientation programs and the provision of appropriate resources and
services. Supervisor/mentor and Students must actively participate in assessment and evaluation
processes.
Group may demonstrate their knowledge and skills by developing a public product and/or report
and/or presentation.
1. Individual assessment for each student (Understanding individual capacity, role and
involvement in the project)
2. Group assessment (roles defined, distribution of work, intra-team communication and
togetherness)
3. Documentation and presentation
Evaluation and Continuous Assessment:
It is recommended that all activities should to be recorded regularly, regular assessment of work
need to be done and proper documents need to be maintained at college end by both students as
well as mentor (PBL work book).
Continuous Assessment Sheet (CAS) is to be maintained by all mentors/department and
institutes.
Recommended parameters for assessment/evaluation and weightage:
1. Idea Inception and Awareness /Consideration of -Environment/ Social /Ethics/ Safety
measures/Legal aspects (10%)
2. Outcomes of PBL/ Problem Solving Skills/ Solution provided/ Final product (Individual
assessment and team assessment) (40%)
3. Documentation (Gathering requirements, design and modelling, implementation/execution,
use of technology and final report, other documents) (15%)
4. Demonstration (Presentation, User Interface, Usability) (20%)
5. Contest Participation/ publication (15%)
PBL workbook will serve the purpose and facilitate the job of students, mentor and project
coordinator. It will reflect accountability, punctuality, technical writing ability and work flow of

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

the work undertaken.

Note :

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• While planning for the assessment, choose a valid method based on your context. It should
be able to understand by both the students as well as the faculty.
• The student group must follow the principles of Software Engineering (Scoping out the
problem, the solution implementation and related documentation).
• Researching the problem and outlining various approaches is key here and should be
emphasized by the tutor and the mentor.
• Aspects of design thinking (from the point of view of the person facing the problem) are
very important. Students should not jump into the technology aspects first.
• The team can follow the principles of Agile Software Development. The weekly meetings
could be used as a Scrum meeting.
• The tutor and mentor should actively help the students to scope the work and the approach.
They must validate the technology choices.
• If the implementation code is well documented, the project can be continued by subsequent
batch – which will help solve a bigger problem.
Text Books:
1. A new model of problem based learning. By Terry Barrett. All Ireland Society for higher
education (AISHE). ISBN:978-0-9935254-6-9; 2017
2. Problem Based Learning. By Mahnazmoallem, woei hung and Nada Dabbagh, Wiley
Publishers. 2019.
3. Stem Project based learning and integrated science, Technology, Engineering and
mathematics approach. By Robert Capraro, Mary Margaret Capraro
Reference Books:
1. De Graaff E, Kolmos A., red.: Management of change: Implementation of problem-based
and project-based learning in engineering. Rotterdam: Sense Publishers. 2007.
2. Gopalan,” Project management core text book”, 2 Indian Edition
3. James Shore and Shane Warden, “ The Art of Agile Development”
Tutors Role in Project Based Learning
• The fundamentals of problem based learning, lies with the Tutors role.
• Tutors are not the source of solutions rather they act as the facilitator and mentor.
• The facilitator skills of the Tutors / Teacher are central to the success of PBL.
Change of Mindset
• Students are not used to the constructivist approach to learning, it is important that they are
carefully told what to expect in PBL.
• Tutors need to explain the differences between PBL and traditional learning.
• Tutors need to explain the principals involved and role of the students in PBL learning.
Designing Problem
• Considering the prior knowledge of the students, their ability and creativity, problem
statement should be designed.
• For 2nd year PBL students the tutor should place more emphasis on getting the students to
perform higher-level tasks.
• It is important for tutors to design problems that are anchored in authentic contexts only
• Students should take ownership of the problem.
• Problems should not be over simplified or well defiled
• Learning should not be the sequencing of instructional events, but the application of
principles for responding to the needs of the situation.
• The problems given to students in PBL should be realistic, complex, and should reflect, as
much as possible, the actual problems that students would encounter in real life.
Basic function of the tutor
• A good understanding of the overall curriculum the students have to study, the principles
of problems solving, critical thinking and meta-cognitive skills.
Grouping
• Study the background and profile of each student.

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

• Make sure that students of different backgrounds and experience are assigned in a group
• It is useful to group students of different abilities, gender, and nationalities together.

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• Tutors must have the commitment to devote the time to the tutorial process.
• A good tutor is always interested in helping students to learn better.
• Sufficient resources should be made available for students to take part the PBL tutorial.
• Time management is important.
Assessment of Learning
• It is important for tutors to make sure that assessment is consistent with learning objectives
of the groups in PBL
• Assessment of students should not be focused only on the final leaning product.
• PBL tutors need to understand meaningful ways of assessing students’ work to motivate
learning.
• For assessment to be implemented properly there should be well designed and clearly
defined goals and objectives and well thought out strategies, techniques, criteria, and
marking schemes.
Student's Role in PBL
• Prepare students for PBL before starting the sessions.
• Students must have ability to initiate the task/idea .they should not be mere imitators.
• They must learn to think.
• Students working in PBL must be responsible for their own learning.
• Throughout the PBL process, students have to define and analyze the problem, generate
learning issues and apply what they have learned to solve the problem and act for them-
selves and be free.
• Students must quickly learn how to manage their own learning, Instead of passively
receiving instruction.
• Students in PBL are actively constructing their knowledge and understanding of the
situation in groups.
• Students in PBL are expected to work in groups.
• They have to develop interpersonal and group process skills, such as effective listening or
coping creatively with conflicts.
Inquiry Skills
• Students in PBL are expected to develop critical thinking abilities by constantly relating:
• What they read to do?
• What they want to do with that information?
• They need to analyze information presented within the context of finding answers.
• Modeling is required so that the students can observe and build a conceptual model of the
required processes.
• Formative and summative questions for evaluation:
• How effective is …….?
• How strong is the evidence for ………?
• How clear is ……?
• What are the justifications for thinking?
• Why is the method chosen?
• What is the evidence given to justify the solution?

Information Literacy
• Information literacy is an integral part of self- directed learning
Information literacy involves the ability to:
• Know when there is a need for information
• Identify the information needed to solve a given problem or issue
• Be able to locate the needed information
• Use the information to solve the given problem effectively.
• Skills required by students in information literacy include:
• How to prepare the search , How to carry out the research,
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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

• Sorting and assessing of information in general

Collaborative learning

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• It is an educational approach to teaching and learning that involves
• groups of students working together to solve a problem or complete a project
• In collaborative learning, learners have the opportunity to talk with peers, exchange
diverse beliefs present and defend ideas, as well as questioning other ideas.
Interpersonal Skills
• Interpersonal skills relating to group process are essential for effective problem solving
and learning.
• It is important that students are made aware of these inter personal skills.
• Consensual decision making skills, Dialogue and discussion skills, Team maintenance
skills
• Conflict management skills and Team leadership skills.
Students who have these skills have a better opportunity to learn than students who do not
have these skills and Time Management
Resources
• Students need to have the ability to evaluate the resources used
Students have to evaluate the source of the resources used by asking the following questions:
• How current is it?, Is there any reason to suspect bias in the source?
• How credible and accurate is it?
Meta-cognitive Skills
• Students need to reflect on the processes they are using during the learning process,
• Compare one strategy with another, and evaluate the effectiveness of the strategy used
Reflection Skills
• Reflection helps students refine and strengthen their high-level thinking skills and abilities
through self-assessment.
• Reflection gives students opportunities to think about how they answered a question, made
a decision, or solved a problem.
• What strategies were successful or unsuccessful? ,What issues need to be remembered for
next time? , What could or should be done differently in the future?

Follow the practices learned in Software Engineering course- Requirement Analysis,

Designing and Modeling.

@The CO-PO Mapping Matrix

CO\P PO PO
PO1 PO2 PO3 PO4 PO5 PO6 PO9 PO10 PO11 PO12
O 7 8
CO1 2 - - - - - - - - - - -
CO2 - 2 - - - - - - - - - -
CO3 - - - 3 - - - - - - - -
CO4 - - - - 2 - - - - - - -
CO5 - - - - - 3 - - - - - -
CO6 - - - - - - - - - - - 2

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

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Second Year of Artificial Intelligence and Data Science (2020 Course)
217534: Code of Conduct
Teaching Scheme Credit Scheme Examination Scheme and Marks
Tutorial: 01 Hours/Week 01$ Term work$: 25 Marks
Preamble:
Engineering is one of the important and cultured professions. With respect to any engineering
profession, engineers are expected to exhibit the reasonable standards of integrity and honesty.
Engineering is directly or indirectly responsible to create a vital impact on the quality of life for the
society. Acceptably, the services provided by engineers require impartiality, honesty, equity and
fairness and must give paramount importance to the protection of the public health, safety, and
welfare. Engineers must perform under a standard of professional behavior that requires adherence
to the principles of ethical conduct.
Prime aim is to recognize and evaluate ethical challenges that they will face in their professional
careers through knowledge and exercises that deeply challenge their decision making processes and
ethics.
Course Objectives:
• To promote ethics, honesty and professionalism.
• To set standards that are expected to follow and to be aware that If one acts unethically
what are the consequences.
• To provide basic knowledge about engineering Ethics, Variety of moral issues and Moral
dilemmas, Professional Ideals and Virtues
• To provide basic familiarity about Engineers as responsible Experimenters, Research
Ethics, Codes of Ethics, Industrial Standards, Exposure to Safety and Risk, Risk Benefit
Analysis
• To have an idea about the Collegiality and Loyalty, Collective Bargaining, Confidentiality,
Occupational Crime, Professional, Employee, Intellectual Property Rights.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Understand the basic perception of profession, professional ethics, various moral and
social issues, industrial standards, code of ethics and role of professional ethics in engineering
field.
CO2: Aware of professional rights and responsibilities of an engineer, responsibilities of an
engineer for safety and risk benefit analysis.
CO3: Understand the impact of the professional Engineering solutions in societal and
Environmental contexts, and demonstrate the knowledge of, and need for sustainable
development.
CO4: Acquire knowledge about various roles of engineers in variety of global issues and able to
apply ethical principles to resolve situations that arise in their professional lives.
Course Contents
The following are the certain guidelines as far as ethics and code of conduct are concerned to
be clearly and elaborately explained to the students,
Fundamental norms Engineers, in the fulfillment of their professional duties, should include
paying utmost attention to the safety, health, and welfare of the society. Along with that engineers
should execute the services only in their areas of competence. Whenever there is a need to issue
public statements then such statements should be expressed in objective and truthful manner.
Engineer should extend high sense of integrity by acting for each employer or client as faithful
agents or trustees. Whatever may be the working scope engineer should conduct themselves
honorably, responsibly, ethically, and lawfully so as to enhance the honor, reputation, and
usefulness of the profession.
As far as ethical practices are concerned engineers should not reveal facts, data, or
information without the prior consent of the client or employer except as authorized or required by

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

law or Code. Engineers should not permit the use of their name or associate in business ventures

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with any person or firm that they believe is engaged in fraudulent or dishonest enterprise moreover
he/she should not aid or abet the unlawful practice of engineering by a person or firm.
Engineers having knowledge of any alleged violation of the Code should report thereon to
appropriate professional bodies and, when relevant, also to public authorities, and cooperate with
the proper authorities in furnishing such information or assistance as may be required. Engineers
should disclose all known or potential conflicts of interest that could influence or appear to
influence their judgment or the quality of their services. Engineers should not accept compensation,
financial or otherwise, from more than one party for services on the same project, or for services
pertaining to the same project, unless the circumstances are fully disclosed and agreed to by all
interested parties. Engineers should not solicit or accept financial or other valuable consideration,
directly or indirectly, from outside agents in connection with the work for which they are
responsible.
Engineers should never falsify their qualifications or permit misrepresentation of their or
their associates’ qualifications. They shall not misrepresent or exaggerate their responsibility in or
for the subject matter of prior assignments. Brochures or other presentations incident to the
solicitation of employment shall not misrepresent pertinent facts concerning employers, employees,
associates, joint ventures, or past accomplishments.
Engineers should not offer, give, solicit, or receive, either directly or indirectly, any
contribution to influence the award of a contract by public authority, or which may be reasonably
construed by the public as having the effect or intent of influencing the awarding of a contract.
They should not offer any gift or other valuable consideration in order to secure work. They should
not pay a commission, percentage, or brokerage fee in order to secure work, except to a bona fide
employee or bona fide established commercial or marketing agencies retained by them.
There are certain obligations accompanied with engineering profession. Engineers should
acknowledge their errors and should not distort or alter the facts. Candid advises in special cases
are always welcome. Engineers should not accept outside employment to the detriment of their
regular work or interest. Before accepting any outside engineering employment, they will notify
their employers.
Engineers should not promote their own interest at the expense of the dignity and integrity
of the profession furthermore they should treat all persons with dignity, respect, fairness, and
without discrimination. Engineers should at all times strive to serve the public interest. Engineers
are encouraged to participate in civic affairs; career guidance for youths; and work for the
advancement of the safety, health, and well-being of their community. Engineers are encouraged
to adhere to the principles of sustainable development in order to protect the environment for future
generations. Engineers shall continue their professional development throughout their careers and
should keep current in their specialty fields by engaging in professional practice, participating in
continuing education courses, reading in the technical literature, and attending professional
meetings and seminar.
Engineers should not, without consent, use equipment, supplies, laboratory, or office
facilities of an employer to carry on outside private practice. They should not attempt to injure,
maliciously or falsely, directly or indirectly, the professional reputation, prospects, practice, or
employment of other engineers. Engineers who believe others are guilty of unethical or illegal
practice shall present such information to the proper authority for action. “Sustainable
development” is the challenge for the engineers meeting human needs for natural resources,
industrial products, energy, food, transportation, shelter, and effective waste management while
conserving and protecting environmental quality and the natural resource base essential for future
development.
Following are contents to be covered in tutorial session-

1. Introduction to Ethical Reasoning and Engineer Ethics: Senses of ‘Engineering Ethics’ –

Variety of moral issues – Types of inquiry – Moral dilemmas –Moral Autonomy – Kohlberg’s
theory – Gilligan’s theory – Consensus and Controversy –Professions and Professionalism –
Professional Ideals and Virtues – Uses of Ethical Theories.
2. Professional Practice in Engineering : Global Issues -Multinational Corporations – Business
Ethics - Environmental Ethics – Computer Ethics - Role in Technological Development –

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Weapons Development – Engineers as Managers – Consulting Engineers – Engineers as

Expert Witnesses and Advisors – Honesty – Moral Leadership – Sample Code of Conduct

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3. Ethics as Design - Doing Justice to Moral Problems : Engineer’s Responsibility for Safety -
Safety and Risk – Assessment of Safety and Risk – Risk Benefit Analysis – Reducing Risk –
The Government Regulator’s Approach to Risk
4. Workplace Responsibilities and Rights - Collegiality and Loyalty – Respect for Authority –
Collective Bargaining – Confidentiality – Conflicts of Interest – Occupational Crime –
Professional Rights – Employee Rights – Intellectual Property Rights (IPR) – Discrimination
5. Computers, Software, and Digital Information
6. Responsibility for the Environment
#Exemplar/Case Studies :
General Motors ignition switch recalls (2014), Space Shuttle Columbia disaster (2003), Space
Shuttle Challenger disaster (1986), Therac-25 accidents (1985 to 1987), Chernobyl disaster (1986),
Bhopal disaster (1984), Kansas City Hyatt Regency walkway collapse (1981)
Guidelines for Conduction:
The course will exemplify the budding engineers the Code of Conduct and ethics
pertaining to their area and scope of their work. The Instructor/Teacher shall explain the students
the importance and impact of the ethics and code of conduct.
Confined to various courses and project/mini-project development the possible
vulnerabilities and threats need to be elaborated and the students’ participation need to be
encouraged in designing such document explicitly mentioning Code of Conduct and Disclaimers.
Suggested set of Activities
1. Purpose-Introduce the concept of Professional Code of Conduct
Method – Using Group Discussion as a platform, ask students to share one practice in their
family / home that everyone has to follow. For ex. not wearing footwear in the house, taking a
bath first thing in the morning, seeking blessings from elders, etc. Connect this Code of
Conduct in their family to one that exists in the professional world
Outcome – Awareness of profession-specific code of conduct and importance of adherence of
that code specified. Ability to express opinions verbally and be empathetic to diverse
backgrounds and values
2. Purpose-Impress upon the students, the significance of morality
Method – Role play a professional situation where an engineer is not competent and is trying to
copy the work of a colleague and claim credit for that work. Ask observing students to react to
that situation. Alternatively, a short video that clearly shows unethical behavior can be played
and ask viewers their opinion about the situation. Note to teachers – read about Kohlber’s
theory and Gilligan’s theory to understand levels of moral behavior
Outcome – Incite students to contemplate their own immoral behavior in public space or
academic environment (like copying homework or assignment). Will coax students to
introspect their own values and encourage them to choose the right path
3. Purpose-Highlight the importance of professional ideals like conflict management, ambition,
ethical manners and accountability
Method – Each student will have to write a 200 word essay on any of above mentioned virtues
of being a good professional. On evaluation, the top 5 essays can be displayed on the college
wall magazine and rewarded if deemed appropriate
Outcome – Learn to express one’s ideas and identify and relate to good virtues. Build writing
skills, improve language and gain knowledge about how to write an impactful essay

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

4. Purpose-Make students aware of proper and globally accepted ethical way to handle work,

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colleagues and clients
Method – Teacher can form groups of 6 – 7 students and assign them different cases (these can
be accessed online from copyright free websites of B-school content)
Outcome – Develop group communication skills. Learn to speak up one’s opinion in a forum.
Cultivate the habit of presenting solution-driven analytical arguments making them contributors
in any team.
5. Purpose – Make students aware that technology can be harmful if not used wisely and ethically
Method – Conduct a quiz on various ethical dilemmas that are relevant in today’s world
pertaining to privacy right, stalking, plagiarism, hacking, weaponizing technology, AI,
electronic garbage creating environmental hazard etc
Outcome – Make students aware of various adverse consequences of technology development
and allow them to introspect on how to use technology responsibly.
6. Purpose – Expose students to professional situations where engineers must use their skills
ethically and for the betterment of society and nation
Method – Students in groups of 4 can be given an assignment in the earlier session to present in
front of the class one specific case where they felt unethical treatment has been meted out to a
person by an engineer – either as a witness, advisor, dishonesty, improper skills testimony etc.
The group has to make a short presentation and also suggested plausible solutions to that
situation. Q&A from other students must encouraged to allow healthy discussion
Outcome – Become aware of unethical code of conduct in the professional world and how to
follow a moral compass especially when one reaches positions of power.
7. Purpose – Provide an insight into rights and ethical behavior.
Method – Movies like The Social Network can be played and students can be asked to discuss
their opinion about collegiality, intellectual property, friendship and professional relationships
Outcome – help them look at success stories from an ethical point of view. Develop critical
thinking and evaluation of circumstances.
8. Purpose – Make students contemplate about ideal and safe professional environment and decide
on making right decisions based on codes of conduct
Method – Students can be asked to write down 5 most important codes of conduct that they feel
that every computer engineer should follow. After evaluation by teacher / experts, the
collection of codes can be converted into a handbook to be given to every student as a memoir
to help them in their professional life.
Outcome – Introspection and think about how to shape the professional environment. Also,
when they carry back with them their own codes of conduct, they could feel bound to adhere to
these ethics.
Term Work Assessment Guidelines
Students must submit the report of all conducted activities. The brief guidelines for report
preparations are as follows:
1. One activity report must be of maximum 3 pages;
2. Combined Report of all activities with cover pages, table of contents and certificate (signed by
instructor) is to be submitted in soft copy (pdf) format only.
3. The report must contain:
• General information about the activity;
• Define the purpose of the activity;
• Detail out the activities carried out during the visit in chronological order;
• Summarize the operations / process (methods) during the activities;
• Describe what you learned (outcomes) during the activities as a student;
• Add photos of the activity;(optional)
• Add a title page to the beginning of your report;
• Write in clear and objective language; and
• Get well presented, timely and complete report submitted.
Recommended Assessment and Weightage Parameters:
( Attendance 30%, Assignments/Activities- Active participation and proactive learning 50% and
report 20%)

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Term Work Assessment Guidelines

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Students must submit the report of all conducted activities conducted during Tutorial (Outside
Classroom) of at least 04 activities (out of 07 activities) from group (of 02-03) students.
The brief guidelines for report preparations are as follows:
1. One activity report must be of maximum 3 pages;
2. Combined Report of all activities with cover pages, table of contents and certificate (signed by
instructor) is to be submitted in soft copy (pdf) format only.
3. The report must contain:
• General information about the activity;
• Define the purpose of the activity;
• Detail out the activities carried out during the visit in chronological order;
• Summarize the operations / process (methods) during the activities;
• Describe what you learned (outcomes) during the activities as a student;
• Add photos of the activity;(optional)
• Add a title page to the beginning of your report;
• Write in clear and objective language; and
• Get well presented, timely and complete report submitted.
Recommended Assessment and Weightage Parameters:
( Attendance 30%, Active participation and proactive learning 50% and report 20%)
Web Links:
• https://www.ieee.org/about/compliance.html
• https://www.cs.cmu.edu/~bmclaren/ethics/caseframes/91-7.html
• https://www.nspe.org/
• http://www.ewh.ieee.org/soc/pes/switchgear/presentations/tp_files/2017-
1_Thurs_Shiffbauer_Singer_Engineering_Ethics.pdf
MOOC/ Video lectures available at:
• https://swayam.gov.in/nd1_noc20_mg44/preview
@The CO-PO Mapping Matrix
CO\ PO PO PO PO1 PO1
PO2 PO3 PO5 PO6 PO7 PO9 PO12
PO 1 4 8 0 1
CO1 - - - - - - 2 2 - - - -
CO2 - - - - - - 2 2 - - - -
CO3 - - - - - - 3 2 - - - -
CO4 - - - - - - 2 3 - - - -

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 Curriculum for Second Year of Artificial Intelligence and Data Science (2020 Course), Savitribai Phule Pune University

Savitribai Phule Pune University

Second Year of Artificial Intelligence and Data Science (2020 Course)

Home
217535-II: Intellectual Property Rights and Patents
Intellectual property is the area of law that deals with protecting the rights of those who create
original works. It covers everything from original plays and novels to inventions and company
identification marks. The purpose of intellectual property laws is to encourage new technologies,
artistic expressions and inventions while promoting economic growth.
Innovation and originality have great potential value. Whatever line of activity you are engaged in,
future success depends on them. The last few years have seen intellectual property rights become
an issue of general interest: the smart phone “patent wars”, the introduction of Digital Rights
management (DRM) and the rise of generic pharmaceuticals and open-source software are just
some examples that have been in the public eye. Protecting your intellectual rights appropriately
should be at a priority. Yet too many people embark on their chosen professions without even a
basic awareness of intellectual property.
Course Objectives:
• To encourage research, scholarship, and a spirit of inquiry
• To encourage students at all levels to develop patentable technologies.
• To provide environment to the students of the Institute for creation, protection, and
commercialization of intellectual property and to stimulate innovation.
Course Outcomes:
On completion of the course, learner will be able to–
CO1: Understand the fundamental legal principles related to confidential information,
copyright, patents, designs, trademarks and unfair competition
CO2: Identify, apply and assess principles of law relating to each of these areas of
intellectual property
CO3: Apply the appropriate ownership rules to intellectual property you have been involved
in creating
Course Contents
1. IntroductiontoIntellectualPropertyLaw–TheEvolutionaryPast-TheIPRToolKit-Para-Legal
Tasks in Intellectual Property Law
2. Introduction to Trade mark – Trade mark Registration Process – Post registration
Procedures -Trade mark maintenance - Transfer of Rights – Inter parties Proceeding –
Infringement - Dilution Ownership of Trade mark
3. Introduction to Copyrights – Principles of Copyright Principles -The subjects Matter of
Copy right – The Rights Afforded by Copyright Law – Copy right Ownership, Transfer and
duration – Right to prepare Derivative works
4. IntroductiontoTradeSecret–MaintainingTradeSecret–PhysicalSecurity–
EmployeeLimitation - Employee confidentiality agreement

Reference:
1. Debirag E. Bouchoux, “Intellectual Property” Cengage learning, New Delhi, ISBN-
10:1111648573
2. Ferrera, Reder, Bird, Darrow, “Cyber Law. Texts and Cases”, South-Western‘s Special Topics
Collections,ISBN:0-324-39972-3
3. Prabhuddha Ganguli, “Intellectual Property Rights”, Tata Mc-Graw–Hill, NewDelhi,ISBN-
10:0070077177
@The CO-PO Mapping Matrix
CO\PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 - - - - - - - 1 - - - 1
CO2 - - - - - - - 2 - - - 1
CO3 - - - - - - - 1 - - - 1

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